A Study On Effectiveness Of Context Theory In English Vocabulary Learning

Vocabulary is the basis of English learning,which affects English listening,speaking,reading and writing.Vocabulary teaching has always been valued by teachers and placed in a critical position.However,teachers and students still use mechanical methods to teach and learn vocabulary.And students have been plagued by vocabulary learning for a long time.Therefore,it is necessary for the teacher to find an effective method to help the students to learn vocabulary.This thesis mainly focuses on studying vocabulary learning in context and exploring the role of context in vocabulary learning.The author carries out an experimental study for a period of five months based on reviewing and summarizing the relevant theoretical knowledge of context,and drawing lessons from the previous research on the application of context theory in vocabulary learning.The author selects two parallel classes in Xining No.13 Junior High School as research subjects,which are viewed as EC and CC.Before the experimental operation,the author puts forward three research questions:1.What is the current vocabulary teaching and learning status in Xining No.13 Junior High School?2.How do the students' attitude,strategies change after the context theory is applied into vocabulary learning in Xining No.13 Junior High School?3.What is the overall influence of context theory on vocabulary use in Xining No.13 Junior High School?Interview,questionnaire,and test are used in the experiment.SPSS is used to analyze and compare the experimental data.In the pretest stage,the author uses interview and questionnaire to learn the current situation of vocabulary learning in this school,and uses the test to test whether the experimental class and the control class are in the same level.In the experimental stage,the teacher in CC uses the previous vocabulary teaching method.The teacher in EC put vocabulary in context,so that the vocabulary can be learned,expanded and consolidated in context.In the posttest stage,the author redistributed the questionnaire to the students in EC andconduct test in EC and CC to test the effect of context-based vocabulary learning in EC.The experimental results show that: students' learning attitude has changed,which is mainly reflected in the interest in vocabulary learning.And in the aspect of learning strategies,more and more students tend to learn vocabulary in a certain context.What's more,the academic performance of EC has significantly improved compared with CC.Therefore,it can be concluded that the context is helpful for vocabulary learning.